Distance education at Amazonas State University

knowledge production through contemporary technologies

Abstract

In contemporary scenarios, technologies are present in all contexts, and the educational context is no exception. In Amazonas, for more than two decades, distance education practices have been present as a way to include and qualify people in more remote environments, where otherwise it would not be possible. This work aims to present distance education practices offered in the context of the University of the State of Amazonas, pioneers since 2022, and to showcase the results of research conducted with teachers from 62 municipalities, who participated in a Specialization course in Knowledge and Practices, offered in partnership with SEDUC-AM, 2022-2023, regarding the role of the technological environment and teaching. This field research, which is quantitative in nature, showed that out of 367 teachers enrolled in the course, 87.5% responded that they began to place more importance on the relationship between media and teaching, and 51.2% stated that they already had knowledge related to multisemiotic practices in education. Thus, it is understood that verbal and non-verbal linguistic conception has entered numerous spaces, and understanding how these resources converge in meaning is achieved through teaching practices that go beyond traditional perspectives of language teaching. In this article, the relevance of the topic and the new digital genres is observed, although, often, teachers in Amazonas do not have the necessary support to meet the demands outlined in the National Common Curricular Base (BNCC, 2018). The document points to the new digital genres and their interrelation with multisemiotic elements. Therefore, teachers need to be prepared to align their practices with contemporary reality and official documents in all discursive and educational environments.